What publishers need in national copyright laws

Because copyright is both an economic and a cultural concept, the role of the publisher is frequently misunderstood and must constantly be explained to legislators, particularly during their deliberations over copyright law. A copyright law that meets publishers' needs should (1) guarantee a reasonable level of protection; (2) not contain legal limits or exceptions to copyright protection; (3) protect works irrespective of the technical method with which they are fixed; and (4) leave the author and the publisher free to negotiate the terms of their publishing agreement.     

Digit ratio (2D:4D) and competition level in world-class female gymnasts

Abstract

In this study the relationship between the digit ratio (2D:4D) and artistic gymnastics performance and competition level was investigated in a sample of Caucasian world-class female gymnasts (n = 145). The sample was divided into three competition events (compulsories, free work, final score). Within each event three performance groups (lowest, middle, and highest) were based on the competition scores gathered at the World Championships at Rotterdam, the Netherlands, in 1987. Lengths of the digits were measured on X-rays of the left hand. Several anthropometric dimensions were measured and from those measurements an androgyny index (Bayer & Bayley) and somatotype components (endomorphy, mesomorphy, ectomorphy) were calculated. Although significant differences in some anthropometric characteristics between the performance level groups within each competition event were observed, no significant differences in the 2D:4D ratios were found between the performance level groups, varying from 0.918 ± 0.020 to 0.924 ± 0.020. Also, no significant correlations were observed between the 2D:4D ratio and anthropometric, androgyny, and somatotype characteristics, r varying from r = –0.11 to r = +0.12. It can be concluded that in this sample the 2D:4D digit ratio, unlike other anthropometric characteristics, is not a discriminating factor for the performance in artistic gymnastics performance on a world-class level.     

The Implications of the Cognitive Sciences for the Relation Between Religion and Science Education: The Case of Evolutionary Theory

This paper discusses the relationship between religion and science education in the light of the cognitive sciences. We challenge the popular view that science and religion are compatible, a view that suggests that learning and understanding evolutionary theory has no effect on students?? religious beliefs and vice versa. We develop a cognitive perspective on how students manage to reconcile evolutionary theory with their religious beliefs. We underwrite the claim developed by cognitive scientists and anthropologists that religion is natural because it taps into people??s intuitive understanding of the natural world which is constrained by essentialist, teleological and intentional biases. After contrasting the naturalness of religion with the unnaturalness of science, we discuss the difficulties cognitive and developmental scientists have identified in learning and accepting evolutionary theory. We indicate how religious beliefs impede students?? understanding and acceptance of evolutionary theory. We explore a number of options available to students for reconciling an informed understanding of evolutionary theory with their religious beliefs. To conclude, we discuss the implications of our account for science and biology teachers.     

Teachers’ Attitudes Toward Multiculturalism in Relation to General and Diversity-Related Burnout

This study focuses on teachers’ general and diversity-related burnout in relation to teachers’ attitudes toward multiculturalism. Results are based on the responses of 120 teachers working at five different urban, ethnically diverse junior vocational high schools in the Netherlands. Analyses indicated that teachers with assimilative attitudes exhibited higher levels of general and diversity-related burnout, whereas there was no relationship between pluralistic attitudes and burnout. In addition, there were no relationships between teacher background variables and attitude and burnout, besides the finding that native teachers experienced less general burnout, and had less pluralistic attitudes, than nonnative teachers.     

A new model of educational innovation: Exploring the nexus of organizational learning,distributed leadership,and digital technologies

This study presents the development process of a new model of educational innovation, that involves the use of digital technologies. The model is based on a broad theoretical framework together with research involving this long-term case study. The backbone of the model consists of a fundamental revision of a multi-level Organizational Learning Framework incorporating the influence of the external school context (outside of the school context) and various aspects of leadership. The conceptual model not only clarifies the learning capacity of the teachers and administration, in accordance with the organizational learning approach, but can also be used as a tool for the investigation of planned interventions in line with the ‘learning school’ conception. The incorporation of the concept of leadership practice strengthens the original Organizational Learning Framework on all levels in the school organization. The conceptual model integrates and improves theoretical frameworks for context-conscious leadership, organizational learning and distributed leadership. An important outcome of this study is an increased understanding of the relation between distributed leadership and collective sense-making as an important prerequisite for the incorporation of digital learning materials in teaching practice.     

Is problem-based learning associated with students’ motivation? A quantitative and qualitative study

In this study, a mixed-method design was employed to investigate the association between a student-centred, problem-based learning (PBL) method and law students’ motivation. Self-determination theory (SDT) states that autonomous motivation, which is associated with higher academic performance, can be reached when there is fulfillment of three psychological needs: autonomy, competence and relatedness. PBL aims to trigger autonomous motivation. In Study 1, 85 PBL law students (37% male; Mean age = 21.99 years) and 69 law students of a lecture-based, non-PBL program (39% male; Mean age = 22.72 years) filled out the Self-Regulation Questionnaire and an adapted version of the Work-related Basic Need Satisfaction Scale in order to measure autonomous and controlled motivation and perceived autonomy, competence and relatedness. In order to compare both groups, two MANOVAs were conducted and results showed differences neither in autonomous and controlled motivation, nor in feelings of autonomy and competence. However, PBL students experienced more relatedness. Additionally, in Study 2, focus-group discussions that were conducted indicated that PBL contains both autonomy-supportive and controlling elements, which might explain why no differences were found in perceptions of autonomy and autonomous and controlled motivation between PBL and non-PBL students. Furthermore, students reported that tutorial groups in PBL contributed to feelings of relatedness.     

Fostering teacher community development: A review of design principles and a case study of an innovative interdisciplinary team

To deal with recent reforms and the accompanying complexity of work in secondary education, ongoing collaboration between teachers has become more important. A community is seen as a promising learning environment to support and embed collaboration into the culture of the school. However, community theory for the design of teacher communities seems underdeveloped. Therefore, this study aims to formulate a set of design principles to foster the development of teacher communities in secondary education. The set of design principles is based on a review of literature, as well as on a best-practice case. The case study was used to validate design principles from the literature in the target context. The resulting design principles were based on context-intervention-mechanism-outcome logic that takes into account the context-dependency of interventions as well as the mechanisms that help with understanding of how interventions produce certain outcomes. Implications for practice relate to ownership and co-design of the arrangement. The set of design principles provides a practical basis for teachers and administrators aiming to facilitate community building in their school. Future research is recommended on testing the effectiveness of the arrangement in the target context by means of a multiple case study.     

Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences

European Journal of Psychology of Education - Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on...